Collaborative Research: GEODES: Geoscience Diversity Experiential Simulations

第四部分地球科学多样性经验模拟(Geodes)项目测试新的基于研究的方法，为地球科学家提供公平和包容的专业发展(PD)。该项目将创建虚拟现实角色扮演模拟，旨在教导地球科学家群体发展和实践识别偏见和有效干预地球科学特定情景的技能。这种新的行动能力也将被利用在项目-S领导力课程中，通过专注于机构工作来最大限度地减少偏见对把关决策的影响。测试这些场景在改变现实生活行为方面的成功，将有助于为科学家提供关于多样性培训的文献。对我们的综合PD计划的评估将为地球科学系改变态度和实践以创造一个更友好的环境的有前途的实践提供信息。我们的项目为大学教职员工提供PD，将他们培养成多样性的捍卫者，这些人也将成为其他专业人员的榜样。参与者将开始系统地开放职业，采用社会封闭的镜头，以最大限度地减少关键职业把关角色(例如，猎头委员会和研究生招生)的偏见。此外，我们的虚拟模拟提供了一个工具，不同级别的地学领导层可能会对演示、广告和实施感兴趣。建议的新沉浸式学习工具将推广到其他STEM领域。机器学习和技术发展的结合可能在不久的将来允许所有教职员工、学生和管理人员进行这种积极参与的模拟。领导力课程将系统化关于制度变革的广泛文献，以便纳入，从而创建一个连贯的、可理解的和一般的战略，可以应用于更多的机构。部分地球科学多样性体验模拟(Geodes)项目借鉴了社会认知理论(Bandura，1986)和社会封闭理论(Murphy，1988)，为一群地球科学家提供职业发展(PD)，以1)增加他们对与地球科学相关的偏见和社会正义问题的知识；2)利用虚拟现实模拟参与旁观者干预培训；3)发展领导技能，以针对关键的把关决策，改变他们的本土机构；以及4)支持它们继续发展成为多元化、公平和包容的捍卫者。这些目标是通过几个阶段实现的，首先是为期三天的密集研讨会，教授和挑战参与者批判性地思考社会正义并发展领导技能。研讨会将以使用虚拟现实角色扮演场景的旁观者干预培训为高潮。参与者将继续在每月一次的杂志俱乐部举行视频会议，在那里作为一个小组讨论公平、包容和领导力问题。衡量的结果包括任职前对多样性、公平性和领导技巧的态度和知识的变化。

Part IThe Geoscience Diversity Experiential Simulations (GEODES) project tests new research-based methods for providing professional development (PD) in equity and inclusion for geoscientists. The project will create virtual reality role-play simulations designed to teach cohorts of geoscientists to develop and practice skills for recognizing bias and effectively intervening in geoscience-specific scenarios. This new ability to act will also be harnessed in the project?s leadership curriculum by focusing on institutional work to minimize the effects of bias on gatekeeping decisions. Testing the success of these scenarios in changing real-life behavior will contribute to the literature around diversity training for scientists. Evaluation of our comprehensive PD program will inform promising practices for geoscience departments to change attitudes and practice to create a more welcoming climate for all.Our project provides PD to university faculty to train them as champions for diversity who will also become role models for other professionals. Participants will begin to systematically open up the profession by employing a social-closure lens to minimize bias in key professional gate-keeping roles (e.g., search committees and graduate admissions). Furthermore, our virtual simulation provides a tool that various levels of geoscience leadership might be interested in demonstrating, advertising, and implementing. The proposed new immersive-learning tool will be generalizable to other STEM fields. A combination of machine learning and technology development may allow such active-participation simulations for all faculty, students, and administrators in the near future. The leadership curriculum will systematize the broad literature on institutional change for inclusion, thus creating a coherent, understandable, and general strategy that can be applied to many more institutionsPart IIThe Geoscience Diversity Experiential Simulations(GEODES)project draws from social cognitive theory (Bandura, 1986) and social closure theory (Murphy, 1988) to provide professional development (PD) for a cohort of geoscientists to 1) increase their knowledge of bias and social justice issues relevant to the geosciences; 2) engage in bystander intervention training using virtual reality simulations; 3) develop leadership skills to target critical gatekeeping decisions to transform their home institutions; and 4) support their continued development into champions for diversity, equity, and inclusion. These goals are achieved through several phases, beginning with a three-day intensive workshop that teaches and challenges participants to think critically about social justice and develops leadership skills. The workshop will culminate in bystander intervention training using virtual reality role-play scenarios. Participants will continue to meet for a monthly journal club over video conferencing, where issues of equity, inclusion, and leadership are discussed as a group. Measured outcomes include pre-post changes in attitudes and knowledge regarding diversity, equity, and leadership techniques.